ABSTRACT
Due to the particularities of kindergartens, such as paying equal attention to education and child care, principal leadership, single gender teachers, teachers in charge of classes, kindergartens’ rules, regulations and responsibilities all cater to female teachers, and it seems the cultural environment is more suitable for female teachers. When male teachers enter this kind of female dominated cultural and educational place, they are not only faced with conflicts between their gender features, psychophysical characteristics and administrative supervisions of kindergarten, but drowned by their inconformity with the universal voice of the community. They are also tasked with extra administrative work and other non-teaching duties thanks to their gender. All these lead to their professional identity marginalization to some extent, and affect their positive professional identity.
